International Journal of Business and Management Invention

ISSN (Online): 2319 8028, ISSN (Print): 2319 801X

www.ijbmi.org || Volume 5 Issue 12 || December. 2016 || PP65-74

Impact of Skill Development Training among School Teachers

Parthasarathy, K1, Ms. Shanmuga Priya, P.M2, Mr. Sasiraja, S3. and Jayadurga. R4
1

(Chair - School of Skill Development and Entrepreneurship), Professor and Director, Institute for
Entrepreneurship and Career Development, Bharathidasan University, Khajamalai Campus, Tiruchirappalli620023
2
Assistant Professor, Department of Civil Engineering, B.S.Abdur, Rahman University (Deemed), Vandalur,
Chennai- 600048,
3
Senior Programme Co-ordinator, IECD, Bharathidasan University, Khajamalai, Campus, Tiruchirappalli620023
4
Research Scholar, Department of Lifelong Learning, Bharathidasan, University, Khajamalai Campus,
Tiruchirappalli-620023

ABSTRACT: Skill development training provided for the educated youths will maximize the merits of
education system in India with productivity and employability skills expected by organizations and institutions
in a developing country like India. The present study is used to analyze about the impact of skill development
training provided to 63 school teachers from secondary and primary schools of Tirunelveli, Tamilnadu. A
structured questionnaire was used in this study to explore the results with the help of statistical package for
social science (SPSS). From the study it is revealed that the skill development is essential for younger
generation to improvise their opportunities in the field of computer science in their career and for their future.
Keywords: Skill Development, Impact of Training programme

I.

BACKGROUND OF THE STUDY

India is one of the developing nations having more number of youth populations than other countries.
Existing employee are also provided with skill development training through state and central government
schemes. There is a great demand in skill development for economical and technological changes globally. Skill
development includes a wide variety of activities through many institutions which are having a positive
influence in earning and updating present employment status of the employees. For this purpose, skill
development should be provided with the current education system through vocational and technical education.
Most of the organizations provide on-job training and short term courses to develop the employees skill
development along with the non-government and government organizations.
Skill development will overcome the social disadvantages like skill gap and skill-illiteracy.
Organization for Economic Co-operation and Development (OECD), 2013, in their report that skill
development training programmes generates high skilled employees, development in skill level, enhancing their
level of performance in knowledge-intensive service field like schools and colleges, potential growth in specific
field. It develops a common platform for services like technical education, designing, architecture and so on.
According to Ministry of Human Resource Development, (2015), in their National Policy for Skill
Development and Entrepreneurship prefaced the 68th Independence Day speech of Honorable Prime
Minister of India, Shri. Narendra Modi, that, 54% of Indian Population who are employing comes under the age
group of 25 years and 62 % of people who are employing ranges from the age group between 15 to 59. It is
estimated that the average age of youth population in India are increased by 32% in future years, it will create
huge demand and challenge in employment opportunity. India at present faces many challenges in skilled
workforce and unemployment of educated-low skilled youths. Hence India should meet the desire of the Indian
youths in skills, so that India can easily moves towards the global-knowledge-economy.

II.

LITERATURE REVIEW

Richard Garrett and et. al, (2010), reported that there is a positive association between the skilled
employees and their workplace performance. Appropriate and sufficient skills supplied to the employees results
in reaching the organizational goal and individual skill development. It results in pre-requisite success in the
field of productivity, finance and good quality outcome.
Green Anne E., and Martinez-Solano Laura E., (2011), in their research reported that management
and other institutions raises the demand for skills in their global environment gradually, to improve their
productivity and economy. Investing the skills in employees can be personalized and specialized skills in
management to diversify and expand their organizations. Young employees should acquire necessary skills for
their self-development in their career. Organizations and institutions may update the skill requirements with
their organizational objectives to achieve the skill requirements.

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Impact Of Skill Development Training Among School Teachers

Muriel Dunbar, (2011), explained in his review that, skill development not only improves an
individual but also improvising their family status, they can easily arrive with the updated technology in their
workplace. Developing countries can invest in skill development training programmes in organizations to fill the
skill-gap and shortage in skills, may result in changing the nature of workplace with valuable skills.
Noble Social and Educational Society, (2013), explained that the skill development training not only
includes training materials, handouts and practical, it also includes financial management, project management,
capacity building, record maintenance of the respondents, monitoring and evaluation by the training provider
institutions. Hence the training objectives should be clearly defined for the respondents and it should be fulfilled
by the institutions and the resource person of the skill development training
Parthasarathy. K, et.al., (2016), described in their research paper that there is an inter-relationships
between the socio-demographic profile and the respondents feedback on skill development training programme.
There were maximum numbers of female teachers than male have participated in the training programme
provided by the Institute for Entrepreneurship and Career Development, Bharathidasan University,
Tiruchirappalli. The school teachers had gained rich experience in their early stage in the field of computer
science, both theory and practice in the specialized area of Programming Techniques, Office Automation, C
Programme, C++ Programme, Graphic Design, Web Design and 2D Animation.

III. STATEMENT OF PROBLEM

In our country 90% of the employment requires skill development in different fields, due to lack of
skill development, only 20% of the graduates get employment, rest of the people are unable to get the
employment suitable for them. Every employee should develop his or her interpersonal skills, communication
skills, lifelong learning, innovation, commercial awareness and technical & IT (Information Technology) skills.
Some of the educational institutions may fail to provide appropriate skill development training to their teachers,
this may result in negative impact on the students development. To overcome these problems, Bharathidasan
University provides a valuable pre and post service training on computer science to the school teachers under
the scheme called SUITS (School-University-Industry-Tie up-Scheme) through IECD. The importance of the
scheme is students can get a university standard education in the field of computer science through this scheme.
Teachers from private schools are getting skill development training through IECD to educate the computer
programmes to the students. The teachers are also analyzed with a structured feedback by the experts of IECD.

IV. OBJECTIVES OF THE STUDY

To find out the personal profile of the respondents in the study area.
To find out the influence of respondents personal profile and post impact of skill development training
provided to the school teachers in the study area.

V.

ABOUT THE STUDY AREA

There were 63 school teachers from private schools of in and around Tirunelveli, Tamilnadu, who were
the participants and also the respondents of the training programme conducted by the IECD, Bharathidasan
University. There were 49 female and 14 male teachers among them. The training programme conducted
especially for the school teachers who are the in-charge for SUITS programme conducted by IECD,
Bharathidasan University, Tiruchirappalli.

VI. RESEARCH METHODOLOGY

The research method adopted for the study was Census Method and the IECD expert committee were
organized a structured questionnaire for the census of the respondents based on five point Likert scale. SPSS is
used to analyze the data and the tabulations are described in the succeeding pages. Based on the objectives,
ANOVA (Analysis of Variance) was used to find out the variance among the dependent and independent
variables.

VII. RESEARCH FINDINGS

Table-1. Frequency of the Respondents showing the General Findings of the Respondnets
Personal Profile
Gender

Marital Status

Age

Category
Male
Female
Total
Single
Married
Widow
Total
20 to 25 Years
26 - 30 Years

www.ijbmi.org

Frequency
14
49
63
27
35
1
63
29
15

Percentage
22.2
77.8
100.0
42.9
55.6
1.6
100.0
46.0
23.8

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Impact Of Skill Development Training Among School Teachers

Educational Qualification

Religion

Monthly Income

Type of Family

Years of Teaching Experience

31-40 Years
41 Years and above
Total
Under Graduate
Post Graduate
Above Post Graduate
Total
Hindu
Christian
Muslim
Total
Below Rs.5000/Rs. 5001 to Rs.7500/Rs. 7501 Rs. 10000
Rs. 10001 and Above
Total
Nuclear
Joint
Total
No Experience
1-4 Years
5 Years and Above
Total

15
4
63
24
34
5
63
44
16
3
63
20
16
18
9
63
39
24
63
19
27
17
63

23.8
6.3
100.0
38.1
54.0
7.9
100.0
69.8
25.4
4.8
100.0
31.7
25.4
28.6
14.3
100.0
61.9
38.1
100.0
30.2
42.9
27.0
100.0

Table-1 shows that 77.8% of the respondents are female and 22.2% are male. 46% of respondents
belong to the age group 20 to 25 years, 23.8% belongs to 26 to 30 years, 23.8% belongs to 31 to 40 Years and
only 6.3% are above the age of 41 years.55.6% of respondents are married and 42.9% are unmarried. 54% of
employees are post graduates and 38% are under graduates. 69.8% of the respondents belongs to Hindu religion,
25.4% are Christians and 4.8% are Muslims.
31.7% of the respondents are getting their monthly income upto Rs. 5000/-, 25.4% respondents
getting their income ranges from Rs. 5001 to 7500/-, 28.6% of the respondents are getting the income ranges
from Rs. 7501 to 10,000/- and only 14.3% of the respondents getting their income above Rs. 10001/- . 61.9% of
the respondents of the respondents belongs to nuclear family and 38.1% of the respondents belong to joint
family. 42.9% of the respondents are having working experience upto 4 years, 27% of the respondents having
the experience above 5 years and 30.2% of the respondents having no experience.

VIII. HYPOTHESES OF THE STUDY

The study consists of null-hypotheses to find the variance among dependent and independent variables.
After the analysis the researchers accepted or rejected the hypotheses based on their corresponding significant
values. The below tables shows the hypotheses and its results.
Hypothesis-1
There is no significant variance among the age and the impact of skill development training programme of the
respondents.
Table-2 ANOVA showing the Variance among the Age and the Impact of Training Programme of the
Respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged
Interaction

Participation

Topics covered
context
Easy to
contents

follow

to

present

and

and

day

organized

Utilization of distributed materials

Effective Training experience in the

field of computer science

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups

Sum of
Squares
.939
13.918
14.857
.435
18.644
19.079
.821
20.925
21.746
1.203
20.511
21.714
.386
11.932
12.317
.035
11.394

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df
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59

Mean
Square
.313
.236

.145
.316

.459

.274
.355

.772

.401
.348

1.154

.129
.202

.636

.012
.193

.060

Sig.

1.327
0.274

0.712

0.514

0.335

0.595

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Impact Of Skill Development Training Among School Teachers

Familiar Training topics assigned to
the Trainees
Well Prepared Trainees
Practical & Theory

Teach

Satisfied Training Objectives

Sufficient allotment of training time

Comfortable and adequate facilities

provided

Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

11.429
1.435
17.835
19.270
.254
21.175
21.429
.075
17.639
17.714
.141
34.271
34.413
.567
16.290
16.857

62
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62

0.980
.478
.302

1.582

.085
.359

.236

.025
.299

.084

.047
.581

.081

.189
.276

.684

0.203

0.871

0.969

0.970

0.565

Table-2 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-1 is accepted and concluded that, there is no significant
variance among the age and the impact of skill development training programme of the respondents.
Hypothesis-2
There is no significant variance among the experience and the impact of skill development training programme
of the respondents.
Table -3 ANOVA showing the variance among Experience and the Impact of Training Programme of the
respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged Participation and Interaction

Topics covered to present day context

Easy to follow and organized contents

Utilization of distributed materials

Effective Training experience in the field

of computer science
Familiar Training topics assigned to the
Trainees
Well Prepared Trainees Teach Practical
& Theory
Satisfied Training Objectives

Sufficient allotment of training time

Comfortable
provided

and

adequate

facilities

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

Sum of
Squares
.389
14.469
14.857
.109
18.970
19.079
1.183
20.563
21.746
2.025
19.689
21.714
.428
11.890
12.317
.350
11.079
11.429
.095
19.175
19.270
.422
21.007
21.429
.341
17.373
17.714
.297
34.116
34.413
.952
15.905
16.857

df
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62

Mean
Square
.194
.241

.055
.316

.173

.592
.343

1.727

1.012
.328

3.085

.214
.198

1.079

.175
.185

.948

.047
.320

.149

.211
.350

.602

.171
.290

.589

.149
.569

.261

.476
.265

1.796

Sig.

.806
0.452

0.842

0.187

0.053

0.346

0.393

0.862

0.551

0.558

0.771

0.175

Table-3 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-2 is accepted and it is concluded that, there is no
significant variance among the experience and the impact of the skill development training programme of
the respondents.
Hypothesis- 3

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68 | Page

Impact Of Skill Development Training Among School Teachers

There is no significant variance among the gender and the impact of skill development training programme of
the respondents
Table-4 ANOVA showing the variance among Gender and the Impact of Training Programme of the
respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged Participation and Interaction

Topics covered to present day context

Easy to follow and organized contents

Utilization of distributed materials

Effective Training experience in the field of

computer science
Familiar Training topics assigned to the
Trainees
Well Prepared Trainees Teach Practical &
Theory
Satisfied Training Objectives

Sufficient allotment of training time

Comfortable and adequate facilities provided

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

Sum of
Squares
.041
14.816
14.857
.018
19.061
19.079
.409
21.337
21.746
1.020
20.694
21.714
.409
11.908
12.317
.041
11.388
11.429
.454
18.816
19.270
.367
21.061
21.429
.010
17.704
17.714
1.637
32.776
34.413
.653
16.204
16.857

df
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62

Mean
Square
.041
.243

.018
.312

.058

.409
.350

1.170

1.020
.339

3.008

.409
.195

2.097

.041
.187

.219

.454
.308

1.470

.367
.345

1.064

.010
.290

.035

1.637
.537

3.047

.653
.266

2.458

Sig.

.168
0.683

0.810

0.284

0.088

0.153

0.642

0.230

0.306

0.852

0.086

0.122

Table-4 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-3 is accepted and it is concluded that, there is no
significant variance among the gender and the impact of skill development training programme of the
respondents
Hypothesis- 4
There is no significant variance among the educational qualification and the impact of skill development
training programme of the respondents
Table 5 ANOVA Showing the Variance among the Educational Qualification and the Impact of Training
Programme of the Respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged Participation and Interaction

Topics covered to present day context

Easy to follow and organized contents

Utilization of distributed materials

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups

Sum of
Squares
1.040
13.817
14.857
.292
18.788
19.079
1.083
20.663
21.746
.085
21.629
21.714
.225

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df
2
60
62
2
60
62
2
60
62
2
60
62
2

Mean
Square
.520
.230

.146
.313

.466

.542
.344

1.573

.043
.360

.118

.113

.559

Sig.

2.258
0.113

0.630

0.216

0.889

69 | Page

Impact Of Skill Development Training Among School Teachers

Effective Training experience in the field

of computer science
Familiar Training topics assigned to the
Trainees
Well Prepared Trainees Teach Practical
& Theory
Satisfied Training Objectives

Sufficient allotment of training time

Comfortable
provided

and

adequate

facilities

Clearly Defined Objectives

Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

12.092
12.317
.278
11.151
11.429
.815
18.454
19.270
.160
21.269
21.429
.699
17.016
17.714
2.815
31.598
34.413
.194
16.663
16.857
.081
12.776
12.857

60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62

.202
0.575
.139
.186

.747

.408
.308

1.326

.080
.354

.226

.349
.284

1.232

1.407
.527

2.672

.097
.278

.350

.041
.213

.191

0.478

0.273

0.799

0.299

0.077

0.706

0.827

Table-5 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-4 is accepted and it is concluded that, there is no
significant variance among the educational qualification and the impact of skill development training
programme of the respondents.
Hypothesis-5
There is no significant variance among the religion and the impact of skill development training programme of
the respondents.
Table-6 ANOVA showing variance among Religion and the Impact of the Training Programme of the
Respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged Participation and Interaction

Topics covered to present day context

Easy to follow and organized contents

Utilization of distributed materials

Effective Training experience in the field of

computer science
Familiar Training topics assigned to the
Trainees
Well Prepared Trainees Teach Practical &
Theory
Satisfied Training Objectives

Sufficient allotment of training time

Comfortable
provided

and

adequate

facilities

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

Sum of
Squares
.321
14.536
14.857
.504
18.576
19.079
.165
21.581
21.746
.315
21.400
21.714
.054
12.263
12.317
.035
11.394
11.429
.171
19.098
19.270
.582
20.847
21.429
.714
17.000
17.714
2.269
32.144
34.413
.304
16.553
16.857

www.ijbmi.org

df
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62

Mean
Square
.161
.242

.252
.310

.813

.082
.360

.229

.157
.357

.441

.027
.204

.133

.017
.190

.091

.086
.318

.269

.291
.347

.838

.357
.283

1.261

1.134
.536

2.117

.152
.276

.551

Sig.

.663
0.519

0.448

0.796

0.645

0.876

0.913

0.765

0.438

0.291

0.129

0.579

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Impact Of Skill Development Training Among School Teachers

Table-6 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-5 is accepted and it is concluded that, there is no
significant variance among the religion and the impact of skill development training programme of the
respondents.
Hypothesis-6
There is no significant variance among the marital status and the impact of skill development training
programme of the respondents.
Table- 7 ANOVA showing the variance among Marital Status and the Impact of the Training Programme of the
Respondents
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged
Interaction

Participation

and

Topics covered to present day

context
Easy to
contents

follow

and

organized

Utilization of distributed materials

Effective Training experience in the

field of computer science
Familiar Training topics assigned to
the Trainees
Well Prepared Trainees
Practical & Theory

Teach

Satisfied Training Objectives

Sufficient allotment of training time

Comfortable and adequate facilities

provided

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

Sum of
Squares
.457
14.400
14.857
.527
18.552
19.079
1.278
20.468
21.746
.288
21.426
21.714
.679
11.638
12.317
.199
11.230
11.429
.986
18.284
19.270
.447
20.982
21.429
.510
17.204
17.714
.053
34.360
34.413
.389
16.468
16.857

df
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62
2
60
62

Mean
Square
.229
.240

Sig.

.263
.309

.852

.639
.341

1.874

.144
.357

.403

.340
.194

1.751

.099
.187

.531

.493
.305

1.618

.223
.350

.638

.255
.287

.889

.026
.573

.046

.195
.274

.709

.952
.392

.432

.162

.670

.182

.590

.207

.532

.416

.955

.496

Table-7 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-6 is accepted and it is concluded that, there is no
significant variance among the marital status and the impact of skill development training programme of
the respondents.
Hypothesis-7
There is no significant variance among the type of family and the impact of skill development training
programme of the respondents.
Table-8 ANOVA Showing the variance among type of Family and the Impact of the Training Programme
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged
Interaction

Participation

and

Topics covered to present day context

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups

Sum of
Squares
1.780
13.077
14.857
.836
18.244
19.079
.044

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df
1
61
62
1
61
62
1

Mean
Square
1.780
.214

.836
.299

2.795

.044

.124

Sig.

8.304
.005

.100

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Impact Of Skill Development Training Among School Teachers

Easy to follow and organized contents

Utilization of distributed materials

Effective Training experience in the field

of computer science
Familiar Training topics assigned to the
Trainees
Well Prepared Trainees Teach Practical &
Theory
Satisfied Training Objectives

Sufficient allotment of training time

Comfortable
provided

and

adequate

facilities

Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total

21.702
21.746
2.782
18.933
21.714
.061
12.256
12.317
.929
10.500
11.429
.244
19.026
19.270
2.659
18.769
21.429
.445
17.269
17.714
2.579
31.833
34.413
.665
16.192
16.857

61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62
1
61
62

.356
.726
2.782
.310

8.962

.061
.201

.304

.929
.172

5.395

.244
.312

.783

2.659
.308

8.643

.445
.283

1.572

2.579
.522

4.943

.665
.265

2.505

.004

.583

.024

.380

.005

.215

.030

.119

Table-8 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-7 is accepted and it is concluded that, there is no
significant variance among the type of family and the impact of skill development training programme of
the respondents.
Hypothesis-8
There is no significant variance among the monthly income and the impact of skill development training
programme of the respondents.
Table-9 ANOVA showing the Variance among the monthly income and the Impact of the Training Programme
Impact of Skill Development Training Programme
Clearly Defined Objectives

Encouraged
Participation
and
Interaction
Topics covered to present day
context
Easy to
contents

follow

and

organized

Utilization of distributed materials

Effective Training experience in the

field of computer science
Familiar Training topics assigned to
the Trainees
Well Prepared Trainees
Practical & Theory

Teach

Satisfied Training Objectives

Sufficient allotment of training time

Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups
Total
Between Groups
Within Groups

Sum
of
Squares
.870
13.988
14.857
.092
18.988
19.079
1.529
20.217
21.746
1.393
20.321
21.714
2.302
10.015
12.317
.012
11.417
11.429
1.138
18.132
19.270
1.367
20.061
21.429
1.264
16.450
17.714
.609
33.804

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df
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59
62
3
59

Mean
Square
.290
.237

.031
.322

.095

.510
.343

1.488

.464
.344

1.349

.767
.170

4.521

.004
.194

.021

.379
.307

1.234

.456
.340

1.341

.421
.279

1.512

.203
.573

.354

Sig.

1.223
.309

.962

.227

.267

.006

.996

.305

.270

.221

.786

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Impact Of Skill Development Training Among School Teachers

Comfortable and Adequate Facilities
provided

Total
Between Groups
Within Groups
Total

34.413
.885
15.972
16.857

62
3
59
62

.295
.271

1.090
.361

Table-9 shows that the significant values of the impact of the training programmes variables are
greater than the significant level, hence hypothesis-8 is accepted and it is concluded that, there is no
significant variance among the monthly income and the impact of skill development training programme
of the respondents.
Table-10 Distributions of the Respondents according to their Impact of the Skill Development Training
Programme
Statements on Impact of Skill Development
Training Programme
Clearly Defined Objectives
Encouraged Participation and Interaction
Topics covered to present day context
Easy to follow and organized contents
Utilization of distributed materials
Effective Training experience in the field of
computer science
Familiar Training topics assigned to the Trainees
Well Prepared Trainees Teach Practical &
Theory
Satisfied Training Objectives
Sufficient allotment of training time
Comfortable and Adequate Facilities provided
Consolidated Average of the Impact of
Training Programme (100%)

Strongly Agree

Agree

Neutral

Disagree

39 (61.9)
40 (63.5)
35 (55.6)
36 (57.1)
21 (81)
48 (76.2)

24 (38.1)
21 (33.3)
25 (39.7)
24 (38.1)
11 (17.5)
15 (23.8)

2 (3.2)
3 (4.8)
3 (4.8)
1 (1.6)
-

Strongly
disagree
-

39 (61.9)
39 (61.9)

22 (34.9)
21 (33.3)

2 (3.2)
3 (4.8)

31 (49.2)
23 (36.5)
45 (71.4)
61.5%

31 (49.2)
27 (42.9)
18 (28.6)
34.5%

1 (1.6)
13 (20.6)
4%

*Percentage is given inside the parenthesis. Frequency is given outside the parenthesis. N=63
By analyzing the dependent variables on impact of the training programme, table-10 shows the eleven
statements based on the impact of the skill development training programme of the respondents in the study
area.
It seems that 61.9% of the respondents are strongly agreeing the variable, clearly defined objectives
and 38.1% of them are agreed the same. 63.5% of the respondents are strongly agree the variable, encouraged
participation and interaction, 33.3% of them are agreed and 3.2% responding neutral to the variable. 55.6% of
the respondents are strongly agreeing the variable topics covered to present day context, 39.7% of the
respondents are agreed and only 4.8% of them responding neutral to the variable.
57.1% of the respondents are strongly agreeing the variable easy to follow and organized contents,
38.1% of them are agreed and 4.8% of them responding neutral to the variable.81% of the respondents strongly
agreeing the variable, utilization of distributed materials, whereas, 17.5% of them agree and only 1.6% of them
responding neutral to the variable. 76.2% of the respondents are strongly agreeing the variable effective
training experience in the field of computer science and 23.8% of the respondents are agreed the variable.
61.9% of the respondents are strongly agreeing the variable, familiar training topics assigned, 34.9%
of them are agreed and only 3.2% of them responding neutral to the variable. 61.9% of the respondents are
strongly agreeing the variable, well prepared trainees teach practical & theory, 33.3% of them are agreed and
only 4.8% of them responding neutral to the variable. 49.2% of the respondents are strongly agreeing the
variable, satisfied training objectives, similar percentage of them are agreed the same and only 1.6% of them
responding neutral to the variable. 36.5% of the respondents area strongly agreeing the variable, sufficient
allotment of training time, 42.9% are agreed the variable and only 20.6% of them responding neutral to the
same. 71.4% of the respondents are strongly agreeing the variable, comfortable and adequate facilities
provided and 28.6% of them are agreed the variable.

IX. FINDINGS AND CONCLUSION

Based on the analysis it is concluded that there are no significant variance among the independent
variable (age, experience, gender, educational qualification, religion, marital status, family type and monthly
income) and the dependent variables of the respondents of the study area. The research shows that the
respondents can easily follow the training given to them; it shows their involvement in learning the updated
computer programmes. So that they can effectively teach the programmes to the students. There were maximum
number of women school teachers, hence they can make the teaching methods convenient than male staffs and
also help their colleagues in handling the computer programmes also. School teachers especially from primary
schools were benefited from this scheme. They can utilize this scheme for their future development also. It is

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Impact Of Skill Development Training Among School Teachers

concluded that 61.5% of the school teachers in the study area strongly agreed to the impact of the skill
development training programme and 34.5% of the school teachers are agreed to the impact of the skill
development training programme, which implies about the involvement of the school teachers in involvement in
the pre and post service training and also shows the effectiveness of the training programme conducted by
IECD, Bharathidasan University, Tiruchirappalli.

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[3].
[4].

[5].
[6].

[7].

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Pg.1-3, URL: www.skilldevbelopment.com
Muriel Dunbar, (2011), Engaging the Private Sector in Skills Development, Department for International Development, Human
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Noble Social and Educational Society, (2013), Impact Of Skill Development Programmes Of Jan Shikshan Sansthans On The
Neo-Literates In The States Of Andhra Pradesh, Tamil Nadu, Karnataka And Kerala, Research Study Report, Sponsored by
Planning Commission of Government of India, New Delhi, Pg. 129-133
OECD (2013), Skills Development and Training in SMEs, Local Economic and Employment Development (LEED), OECD
Publishing, Pg. 16- 21
Parthasarathy. K, Vivekanandan. K, Aswini. P.M, and Sasiraja S., (2016), A Case Study Approach for Evaluation of Skill
Development Training Workshops for School Teachers , Journal of Advances in Management IT & Social Science, Vol. 6, Issue
9, September 2016, ISSN-2231 4571, Pg. 21-41
Richard Garrett, Mike Campbell and Geoff Mason, (2010), The value of Skills- An Evidence Review, UK Commission for
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